The document summarizes the results of a comparative study between the UK and partner countries (Bulgaria, Greece, Turkey) on the experiences of students with disabilities in post-secondary education. There were significant differences found between the UK and partner countries in the areas of disclosure, self-advocacy, student-centered accommodations, and knowledge of rights and support for skill development. For example, a higher percentage of UK students disclosed their disability before starting their course compared to students in partner countries. The results indicate needs for improved support around disclosure, negotiating accommodations, self-advocacy training, advice on rights and equipment needs.

2. Project Partners PROODOS A.E. Centre of Vocational Training

3. Comparative Results : Implications for the Design of the Web Resource Dr Chris Riley, University of Worcester, UK

4. UK results compared with those from the partner countries UK context for disability practice Significant differences between UK and partner results were identified in the key areas of: Disclosure Self Advocacy Student centred adjustments Support for key skills development Advice on rights and entitlements Comparative Analysis

5. 56% of UK participants 37% of participants in the other partner countries (BG, GR, TR). Disclosed before starting course Disclosure before starting course TR = 33%

6. Need for Disclosure advice Non disclosure before starting course -implications:

7. 54% of UK participants 26% of participants in the other partner countries (BG, GR, TR). All their teachers knew how to teach them ‘ All their teachers knew how to teach them ’ TR = 24%

8. 4% of UK participants 19% in the other partner countries (BG, GR, TR) None of their teachers knew how to teach them ‘ None of their teachers knew how to teach them ’ TR = 22%

9. Need for student centred adjustment strategies Teachers knew how to teach them - implications:

10. 8% in UK 38% in other partner countries (BG, GR, TR). Never negotiated any adjustments Students ‘ never negotiated any adjustments ’ TR = 42%

11. 12% in UK 30% in other partner countries (BG, GR, TR). Teachers never made any adjustments for the students Teachers ‘ never made any adjustments for the students ’ TR = 47%

12. Need for advice on negotiating and accessing adjustments Need to promote self advocacy Students not negotiating adjustments and Teachers not making adjustments – implications:

13. 60% of UK participants - true 21% of participants in the other partner countries (BG, GR, TR). Have equipment - true ‘ I have all the equipment I need including assistive technology ’ TR = 26%

14. Need advice on equipment Need for advice on self advocacy Need for advice on financial support Equipment they need - implications:

15. ICT and Numeracy were identified as the most difficult skills. Some literacy related tasks involving writing and listening (dictation) were also found difficult. Practical skills were moderately difficult. Similar findings for the UK. Clear need for key skills support Skill Development

16. 50% in UK 33% in the other partner countries (BG, GR, TR). Did not know their legal rights ‘ Did not know their legal rights and entitlements ’ TR = 44%

17. Need for Advice on Rights and Entitlements Knowledge of their legal rights – implications: